Learning that occurs in an organised and structured environment (e.g. in an education or training institution or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to validation and certification.

Source: CEDEFOP - Terminology of European education and training policy

4.6 - External Evaluation


Feedback is often collected from students and from teachers and trainers, but, as a Quality
Manager, you should not underestimate the importance of having external feedback on the
activities and on the results of the training.

4.2 - Learners’ feedback – teaching environment


As a Quality Manager you should be aware that students will be more motivated to learn in a
teaching environment that meets their needs and thus, it is important to obtain feedback from
students about the teaching environment. This needs to be done regularly, preferably every three
months and should consider all details of the teaching environment. Eventually, this might contribute
to the participation and completion rates in VET programmes.

4.1 - Learners’ feedback – learning experience


In order to meet the needs of the learners and thus to provide the best VET entrepreneurship
education possible, as a Quality Manager you need to gain learner feedback on their learning
. Thus, education can be improved in a way that enables learners to make the most of

3.4 - EU networks for VET providers: learning, exchanging, cooperating


While your VET institution and its quality management system might be in perfect working order,
there is always something you can learn from others as a Quality Manager, especially in contexts
where many different providers and stakeholders come together. Participating in external networks,
especially at EU level, is a way to offer VET staff as well as students interesting opportunities for
learning, exchange and cooperation
, as well as to improve the quality of your VET provision.

3.2 - Enhance Transnational Mobility of trainers and learners


Transnational cooperation through participation in conferences, study visits, joint projects or mobility of teachers and students provides opportunities for learning and thus for improving quality. The activities conducted may reinforce one another and create synergy: a study visit might turn into sustained cooperation and joint projects, participation at a conference may lead to common visits and exchange of students, teachers and trainers.

3.1 - Design the links with and engage the external collaborator


To enhance the quality of education and make your VET institution a dynamic educational
environment, it is important to design links with external collaborators, but also to engage them in
your educational practices. As Quality Manager, you should be aware that, for VET providers,
cooperation with external stakeholders and in particular the world of work is a key activity with
many different benefits for the quality of the training.

2.9 - Organising needed infrastructure and resources


As a Quality Manager you should also consider the planning of physical and material resources.
Correct and timely planning resources are essential for the training development according to all
quality requirements. The training characteristics dictate the conditions required in terms of: facilities
(infrastructure and space), human resources and equipment.

2.8 - Design of the Training Methodology


The training methodology deals with the methods aimed to design and implement training. To be
able to identify and correctly implement the training method best suited to the goal of the
Training Course is a fundamental step in the quality management of an organization. As Quality
Manager you should appoint a responsible person in charge to study and research the best suited
training methodologies that exist, and to adapt them to the specific needs of his/her organization.

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